{"id":245,"date":"2025-09-09T16:10:22","date_gmt":"2025-09-09T16:10:22","guid":{"rendered":"https:\/\/sites.exeter.ac.uk\/qaa-curriculumreform\/?p=245"},"modified":"2025-09-09T16:10:23","modified_gmt":"2025-09-09T16:10:23","slug":"small-changes-curriculum-reform","status":"publish","type":"post","link":"https:\/\/sites.exeter.ac.uk\/qaa-curriculumreform\/2025\/09\/09\/small-changes-curriculum-reform\/","title":{"rendered":"Discovering a curriculum for success: Why small changes matter in curriculum reform"},"content":{"rendered":"\n

In this post, Chris Hill Head of Education Strategy and Student Experience at the School of African and Oriental Studies, London<\/a>, reflects on why ‘small changes are beautiful’ in curriculum reform.<\/em><\/p>\n\n\n\n

Curriculum reform is often framed as either a bold, systemic overhaul or a cautious, piecemeal approach. But this binary overlooks the strategic potential of incremental change. When aligned with institutional priorities and informed by student voice, small-scale enhancements can drive meaningful transformation\u2014without the disruption of wholesale redesign.<\/p>\n\n\n\n

Incremental Curriculum Change vs. Big Bang Overhauls<\/h2>\n\n\n\n

System-wide curriculum overhauls have their place. They can reset outdated structures, respond to major shifts in policy or pedagogy, and signal institutional ambition. But they can also be resource-intensive, slow-moving, and often disconnected from the lived experience of students and staff. In contrast, incremental change\u2014such as revising assessment formats, updating reading lists, or embedding new digital tools\u2014offers agility. It allows institutions to respond to emerging challenges like generative AI, sustainability, and inclusive practice in real time.<\/p>\n\n\n\n

This approach supports experimentation. A module-level change can be trialled, evaluated, and scaled if successful, a TESTA project can inform and support change over several years. It also reduces risk: rather than betting on a single, sweeping reform, universities can iterate and adapt. Crucially, it enables responsiveness to student feedback, sector benchmarks, and disciplinary developments.<\/p>\n\n\n\n

Even intended systemic overhaul can be subject to a forced change of pace, pause or direction; resulting in more iterative change due to emerging or conflicting institutional, sector or external priorities and disruptions.<\/p>\n\n\n\n

Student Engagement: a Catalyst for Small Curriculum Changes<\/h2>\n\n\n\n

One of the most powerful drivers of incremental change is student engagement.<\/p>\n\n\n\n

Students are not just recipients of curriculum and their university experience\u2014 at SOAS they are co-creators. When engaged meaningfully, students bring fresh perspectives, lived experience, and a critical lens to enhancement efforts. From education committees to co-design of workshops, student-led initiatives have already driven impactful change across SOAS. In some cases, these shifts have occurred without top-down mandates, demonstrating the power of collaboration and co-creation. The co-creation of decolonised reading lists and a Decolonising Philosophy Curriculum Toolkit drives a collaborative approach to curricula enhancement.<\/p>\n\n\n\n

Embedding student voice in enhancement processes also builds trust and relevance. It ensures that changes reflect real needs and aspirations, rather than abstract policy goals.<\/p>\n\n\n\n

Trust and ownership<\/h2>\n\n\n\n

Incremental changes in curriculum reform are supported by reflection, review and real time dialogue – across subjects, academic teams and with<\/em> our students.<\/p>\n\n\n\n

In building institutional trust, this approach fosters discovery, creativity and innovation; informed by the local – students, staff and subject \u2013 and the wider influence of university policy and an evolving higher education sector. Incremental change is understood, accepted and owned by those who are making the changes.<\/p>\n\n\n\n

This discovery can unearth opportunities, challenges, and the unexpected\u2014assessment strategies that shine a light on learning outcomes, or co-creation with students that questions the \u2018norm\u2019 and prompts a fresh look at content, currency and authenticity. Small changes that in turn direct the next step in an improvement journey.<\/p>\n\n\n\n

Risks of Fragmentation & Strategic Alignment<\/h2>\n\n\n\n

But\u2026. piecemeal reform is not without risks and can be exhausting.<\/p>\n\n\n\n

Without coordination, it can lead to inconsistency across departments or programmes. Students may encounter uneven experiences, and staff may struggle to share best practice. To mitigate this, we need frameworks that both guide and consolidate enhancement efforts.<\/p>\n\n\n\n

Approaches such as curriculum mapping and inclusive pedagogy and assessment frameworks can provide structure without stifling innovation. They help ensure that local changes contribute to coherent, institution-wide goals. Leadership also plays a key role\u2014setting strategic direction, supporting staff development, and fostering a culture of continuous improvement.<\/p>\n\n\n\n

Discovery Through Iteration<\/h2>\n\n\n\n

In a sector defined by complexity and change, piecemeal reform may be the most powerful tool we have\u2014not just to adapt, but to lead. Through iteration, reflection, and collaboration, we can discover an inclusive, agile curriculum that is not only fit for purpose, but fit for the future.<\/p>\n","protected":false},"excerpt":{"rendered":"

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